Service Learning Opportunity for Undergraduate Science Students: Integrating Problem-Based Learning in the High School Science Curriculum

Armstrong, David R.; Murck, Barbara; Poë, Judith C.

doi:10.1021/acs.jchemed.0c01275

Cited by 6 publications

(5 citation statements)

References 61 publications

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“…According to Armstrong et al (2021), service learning that focuses on solving fundamental science problems can motivate students to learn, generate work, and engage in service activities. This is consistent with the findings of Castellanos et al (2021), who demonstrated that implementing the service-learning model to chemistry education students assisted them in teaching chemistry concepts in an easier manner to elementary and junior high school students.…”

Section: Discussionmentioning

confidence: 99%

Service-Learning in Biochemstry Course: A Model to Improve the Problem-Solving Skills of Biology Education Students

Abbas,

Muna,

Umagap

et al. 2024

jppipa, pendidikan ipa, fisika, biologi, kimia

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Collaboration, communication, and problem-solving skills are becoming increasingly important in the modern workplace. Integration of learning activities, research, and community service was discovered to be an effective way to develop these abilities in students. The present study employed a mixed-methods sequential explanatory design to examine the effect of the service-learning model on seventeen college students. Observation, interview, and a problem-solving test were used to collect the data. The data were analyzed qualitatively and quantitatively. The quantitative data analysis was performed using the parametric pretest and post-test design. The results showed that participants’ problem-solving skills improved after being exposed to the service-learning model, indicated by the significance value of more than 0.05 in the non-parametric Wilcoxon test. Likewise, the qualitative analysis indicated that 95% of the participants considered the SL model effective in improving their problem-solving skills, especially the abilities to explore content, identify problems, solve the problems, and communicate scientific concepts.

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Section: Discussionmentioning

confidence: 99%

Service-Learning in Biochemstry Course: A Model to Improve the Problem-Solving Skills of Biology Education Students

Abbas,

Muna,

Umagap

et al. 2024

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…Summarizing Pai & Mallya (2016) and Armstrong et al (2021), both studies underscore the importance of student engagement and active learning in education. Pai & Mallya align with the trend of personalized learning through SCL, while Armstrong et al provide Wangid (2014) focuses on changes in study habits due to the 2013 curriculum implementation in Indonesia.…”

Section: Introductionmentioning

confidence: 86%

“…However, the study is noted for its lack of empirical data and specific instances of SCL implementation, focusing primarily on theoretical benefits without addressing potential challenges or limitations. Armstrong et al (2021) introduce a service learning program in undergraduate science education where students develop learning materials for high school science classes. While the program promotes self-directed learning and curriculum development, it lacks information on its impact on high school students and their learning outcomes, and issues of sustainability and scalability are not explicitly addressed.…”

Section: Introductionmentioning

confidence: 99%

Empowering EFL students: A review of student-centred learning effectiveness and impact

Pastini,

Lilasari

2023

JASL

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In the dynamic landscape of education, the paradigm shift towards student-centred learning (SCL) has emerged as a pivotal pedagogical approach, particularly in the context of EFL, the study of English for non-native speakers. This review explores the background and urgency of comprehending the effectiveness and impact of student-centred learning methods in enhancing students' empowerment within the EFL domain. The pressing need for this exploration arises from the imperative to tailor educational practices to meet the diverse learning needs of contemporary students, equipping them for a rapidly changing and complex global environment. Employing a comprehensive review methodology, this study synthesizes insights from a diverse array of prior research on SCL, specifically within EFL settings. Literature spanning various educational contexts, disciplines, and levels is systematically analysed to distil overarching conclusions about the effectiveness and impact of student-centred approaches in EFL instruction. The review critically examines methodologies, sample sizes, and key findings from selected studies, offering a nuanced understanding of the existing body of knowledge within the specific context of English proficiency development for diverse learners. The analysis focuses on key themes emerging from the reviewed literature, including student engagement, motivation, learning outcomes, and the development of critical thinking skills in the EFL context. Through a comparative lens, the review identifies patterns, trends, and gaps in the current understanding of SCL's impact on EFL education. Special attention is given to variations in outcomes based on educational levels, language proficiency levels, and cultural contexts specific to EFL instruction. Drawing on the synthesized evidence, the review concludes with insights into the overall effectiveness of SCL approaches in teaching and studying of English for non-native speakers. It underscores the positive impact on student motivation, language proficiency, and the cultivation of essential skills for lifelong language learning. The review also acknowledges challenges unique to EFL contexts and suggests areas requiring further investigation, contributing to the ongoing discourse on optimizing student-centred methodologies in language education. The pedagogical impact of this review lies in its potential to inform EFL educators, policymakers, and researchers about the nuanced benefits of adopting student-centred learning practices specifically tailored for English language instruction. By synthesizing diverse findings within the EFL context, the study offers practical insights into designing and implementing effective student-centred strategies for teaching English for non-native speakers., thus contributing to the advancement of language education practices.

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“…PBL is a teaching method that students are presented with a real or realistic problem, such as a case, and use inductive reasoning to learn both information about the topic and how to think critically about it. Through PBL, students can acquire both knowledge and skills of collaboration, communication, and reflection (Kapur, 2016 ; Armstrong et al., 2021 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Student-centered case-based teaching and online–offline case discussion in postgraduate courses of computer science

Zhang

2023

Int J Educ Technol High Educ

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This study explores a student-centered teaching method in postgraduate courses. Teacher-centered classroom teaching cannot fully stimulate learning initiative and enthusiasm of students. Student-centered means that students actively learn and construct knowledge by participating in teaching activities. This study presents a student-centered online–offline hybrid teaching method, which adopts student-centered case-based teaching and online–offline case discussion in the postgraduate courses of computer science. The latest engineering cases are integrated into teaching and a case library is constructed. Taking the digital image processing course as an example, student-centered teaching allows students to choose what to learn and how to learn. Case-based teaching makes students better understand the application of theory of knowledge. It can introduce multiple perspectives, promote understanding and reflection on problems, and help students develop higher-level thinking, analysis, and synthesis skills. This study explores online–offline case discussion method in the student-centered teaching and proposes the principles of case design of postgraduate courses. Revised Bloom’s taxonomy is used for teaching assessment. The actual teaching effect shows that student-centered case-based teaching and online–offline case discussion have achieved better teaching effect.

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Service Learning Opportunity for Undergraduate Science Students: Integrating Problem-Based Learning in the High School Science Curriculum

Cited by 6 publications

References 61 publications

Service-Learning in Biochemstry Course: A Model to Improve the Problem-Solving Skills of Biology Education Students

Service-Learning in Biochemstry Course: A Model to Improve the Problem-Solving Skills of Biology Education Students

Empowering EFL students: A review of student-centred learning effectiveness and impact

Student-centered case-based teaching and online–offline case discussion in postgraduate courses of computer science

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